Teaching Diction and Imagery and How They Create Meaning in "The Absolutely True Diary of a Part-Time Indian."
Lesson 1 of 12
Objective: SWBAT identify and analyze characters words and the imagery it creates in "The Absolutely True Diary of a Part-Time Indian."
For the activator students complete a Chapter 1 -2 Quiz. Next they are asked to exchange papers with a peer and discuss the questions they answered differently and decide on the correct answer.
I use this protocol to remove the anxiety of test taking. I want my students to understand these are formative assessments that are used to help them retain and retrieve the information they are reading. If they answer a question incorrectly it tells me that they either misunderstood what they read or did not read it. By discussing the answers with a peer they will hopefully re-read the text and decide on the correct response.
A Small Green Dot Can Have Large Effects
To encourage momentum and completion of the task, as students are completing the quiz I put a green dot on their papers. It's interesting to see how such a small gesture can have a powerful effect on a student's esteem. It not unusual to have someone remind me by saying, "Mr. Khalsa, you forgot my dot!"
We first have a quick review of quiz by asking students to read their answers aloud. Once we have all determined the correct answers, we then move to our focus today on diction and imagery. To engage my students, I ask them to discuss a scene in Chapter 1-2 as a whole group and ask, “Why is this scene your favorite?”
Using a power point presentation I then teach diction and imagery and how they create meaning in the story. On slides six and seven of the the powerpoint, I provide a quotation from a page in the text that has an image of sight and hearing. I ask students to read the page and when they locate the imagery let me know by raising their hands. I then pick a student to provide the answer and then I click the slide to see if it matches with my example.
Student learning Activity
Next, review the Chapter 3 Reading Guide. While answering questions in their Reading Guide, students are asked to find examples of imagery and how the words of the characters create meaning in the story as addressed in CC standard RL.9-10.4. They write these examples on a separate piece of paper.
I also asked them to identify the page of their favorite scene and write a 2-3 sentence summary of the scene. I want them to demonstrate an understanding of the author's use of imagery and how a characters words help define the meaning of the story.
For the wrap up activity I pick three students to give an example of the authors use of imagery and their favorite scene while asking other students to try and find the page it is taken from.
For those who can do this in the given amount of time, (1-2 minutes), receive extra credit for their effort. I project a stop watch on the screen for all to see. I find that this added challenge encourages most students to once again engage in the text consequently creating positive reading habits. I pair up students who may need help finding a passage quickly with someone who is a higher level reader. This wrap up activity also gives me information on who has understood the objective of the lesson and who may need additional help.